Black Students’ Foregrounds
Evolutions, (De)formations, and Connections in Mathematical Identities
DOI:
https://doi.org/10.30612/tangram.v8i1.19631Palabras clave:
Mathematics Identities, Foregrounds, BackgroundsResumen
Este artículo forma parte de una tesis doctoral realizada por el autor. En ocasiones, las identidades matemáticas de los estudiantes negros pueden pasarse por alto. Además, las experiencias que han tenido y están teniendo pueden influir en la forma en que llegan a comprender y percibir la importancia de las matemáticas en su presente y futuro. Utilizando el concepto de primer plano, intento aprender sobre las formas en que los estudiantes negros y uno de sus profesores en Newark ven sus entornos y sus percepciones de las matemáticas y cómo esto puede conectarse con sus pensamientos y ambiciones del futuro. Para hacerlo, entrevisté a varios estudiantes de secundaria y a su maestro, e investigué los antecedentes y los primeros planos de los participantes y de la ciudad de Newark.
Descargas
Citas
Alrø, H., Skovsmose, O., & Valero, P. (2008). Inter-Viewing Foregrounds: Students' Motives for Learning in a Multicultural Setting. In Social Interactions in Multicultural Settings (pp. 13-37). https://doi.org/10.1163/9789087907174_003;.
Carter, P. L. (2022). Systemic Racism in Education Requires Multidimensional Solutions. In Systemic Racism in America: Sociological Theory, Education Inequality, and Social Change. Routledge. https://doi.org/10.4324/9781003225324-8
Census, U. (2022). QuickFacts Newark city, New Jersey; United States.
https://www.census.gov/quickfacts/fact/table/newarkcitynewjersey,US/PST045222 .
Davis, J. (2022). Centering Race, Racism, and Black Learners in Mathematics Education: A Critical Race Theory Perspective. In The Palgrave Handbook on Critical Theories of Education (pp. 481-496). Springer International Publishing. https://doi.org/10.1007/978-3-030-86343-2_27.
Davis, J., & Martin, D. B. (2018). Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students. Journal of Urban Mathematics Education. http://education.gsu.edu/JUME.
Division of Health, M. P., and Global Affairs, and Engineering Roundtable on Black Men and Black Women in Science. (2023). Pscychological Factors that Contribute to the Dearth of Black Students in Science, Engineering, and Medicine. National Academies Press.
Filho, D. B. (2014). Foregroundse Matemática: você tem fome de quê? Perspectivas da Educação Matemática, 7.
Gholson, M. L., & Wilkes, C. E. (2017). (Mis)Taken Identities: Reclaiming Identities of the "Collective Black" in MathematicsEducation Research Through an Exercise in Black Specificity. Review of Research in Education, 41(Disrupting Inequality Through Education). https://www.jstor.org/stable/44668694.
Gonzalez, L., Chapman, S., & Battle, J. (2020). Mathematics identity and achievement among Black students. School Science and Mathematics Association, 120, 456-466. https://doi.org/10.1111/ssm.12436.
Hahn, J. W. (2014). Community Perceptions of Newark: Neighborhood Quality of Life, Safety, and the Justice System.
Hall, S. (1995). Negotiating Caribbean Identities. New Left Review, 209, 3-14.
Iseke-Barnes, J. M. (2000). Ethnomathematics and Language in Decolonizing Mathematics. Race, Gender & Class, 7(Race, Gender & Class in Education). https://www.jstor.org/stable/41674951.
Lave, J. (2019). Learning and Everyday Life: Access, Participation, and Changing Practice (1st ed.). Cambridge University Press.
Lerman, S. (2001). A Cultural/Discursive Psychology for Mathematics Teaching and Learning. In Sociocultural Research on Mathematics Education (pp. 31-46). Routledge. https://doi.org/10.4324/9781410600042-7.
Martin, D. B. (2009a). Does Race Matter? Teaching Children Mathematics, 16(3), 134-139. http://www.jstor.org/stable/41199394 .
Martin, D. B. (2009b). Liberating the Production of Knowledge About African American Children and Mathematics. In D. B. Martin (Ed.), Mathematics Teaching Learning and Liberation in the Lives of Black Children (pp. 3-36). https://doi.org/10.4324/9780203877708 .
Martin, D. B. (2012). Learning mathematics while Black. Educational Foundations 26, 47-66.
Matthews, J. S. (2018). When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents' Negotiation of theValue of Mathematics. Journal of Education Psychology, 110(5), 726-746. https://doi.org/https://doi.org/10.1037/edu0000242 .
Morel, D., Rodriguez, A. D., Sidney, M., Garay, N. B., & Straub, A. (2021). Measuring and Explaining Stalled Gentrification in Newark, New Jersey: The Role of Racial Politics. Urban Affairs Review, 58, 1585-1621.
https://doi.org/https://doi.org/10.1177/10780874211046340.
Neal, M., Goodman, L., & Young, C. (2020). Why It’s So Hard to Own a Home in Newark, New Jersey. Urban Wire.
Newman, K. (2004). Newark, Decline and Avoidance, Renaissance and Desire: From Disinvestment to Reinvestment. The ANNALS of the American Academy of Political and Social Science, 594(4).
Poole, A. (2010). Identity of meaning. In G. L.-G. Walker, E. S. (Ed.), Identity. Cambridge University Press.
Roisman, F. W. (1995). Intentional Racial Discrimination and Segregation by the Federal Government as a Principal Cause of Concentrated Poverty: A Response to Schill and Wachter. University of Pennsylvania Law Review, 143, 1351-1378.
https://doi.org/10.2307/3312479.
Skovsmose, O. (2012). Students' Foregrounds: Hope, Despair, Uncertainty. Pythagoras, 33(2), 8. https://doi.org/10.4102/pythagoras.v33i2.162.
Skovsmose, O. (2014). Foregrounds: Opaque Stories About Learning (1st ed.). Sense Publishers. https://doi.org/10.1007/978-94-6209-653-0.
Skovsmose, O. (2018). Students' Foregrounds and Politics of Meaning in Mathematics Education. In P. Ernest (Ed.), The Philosophy of Mathematics Education Today. Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-319-77760-3
Skovsmose, O. (2023). Critical Mathematics Education (First edition ed.). Springer. https://doi.org/https://doi.org/10.1007/978-3-031-26242-5.
Skovsmose, O., Scandiuzzi, P. P., Valero, P., & Alrø, H. (2018). Learning Mathematics in a Borderland Position: Students' Foregrounds and Intentionality in a Brazilian Favela. Journal of Urban Mathematics Education, 11(1), 78-102.
Sonnenschein, S., & Galindo, C. (2015). Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement. The Journal of Educational Research, 108. https://doi.org/https://doi.org/10.1080/00220671.2014.880394.
Thain, E. (2024). What is Poverty? In Reimagining Poverty through Social Contextual Analyses (1st ed., pp. 11-32). Routledge. https://doi.org/10.4324/9781003453970-2 .
Valero, P. (2015). Re-interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivity. Educational Paths to Mathematics. https://doi.org/10.1007/978-3-319-15410-7_2.
Valoyes-Chávez, L., & Martin, D. B. (2016). Exploring Racism Inside and Outside the Mathematics Classroom in Two Different Contexts: Colombia and USA. Intercultural Education. https://doi.org/10.1080/14675986.2015.1106135.
Varelas, M., Martin, D. B., & Kane, J. M. (2012). Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools. Human Development, 55. https://doi.org/10.1159/000345324
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 TANGRAM - Revista de Educação Matemática
Esta obra está bajo una licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 3.0.
Os autores devem aceitar as normas de publicação ao submeterem a revista, bem como, concordam com os seguintes termos:
(a) O Conselho Editorial se reserva ao direito de efetuar, nos originais, alterações da Língua portuguesa para se manter o padrão culto da língua, respeitando, porém, o estilo dos autores.
(b) Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Atribuição-NãoComercial-CompartilhaIgual 3.0 Brasil (CC BY-NC-SA 3.0 BR) que permite: Compartilhar — copiar e redistribuir o material em qualquer suporte ou formato e Adaptar — remixar, transformar, e criar a partir do material. A CC BY-NC-SA 3.0 BR considera os termos seguintes:
- Atribuição — Você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas. Você deve fazê-lo em qualquer circunstância razoável, mas de nenhuma maneira que sugira que o licenciante apoia você ou o seu uso.
- NãoComercial — Você não pode usar o material para fins comerciais.
- CompartilhaIgual — Se você remixar, transformar, ou criar a partir do material, tem de distribuir as suas contribuições sob a mesma licença que o original.
- Sem restrições adicionais — Você não pode aplicar termos jurídicos ou medidas de caráter tecnológico que restrinjam legalmente outros de fazerem algo que a licença permita.
